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St Mary's University has a long tradition of teacher training since 1850 and about a third of our students are involved in some form of teacher education. Read more
St Mary's University has a long tradition of teacher training since 1850 and about a third of our students are involved in some form of teacher education. The high quality of the St Mary’s Secondary initial teacher training (ITT) provision has been graded as 'outstanding' by Ofsted and we work in close partnership with a wide range of schools in the London area.

In particular, we pride ourselves on the level of care to support trainee teachers at the start of their professional journey. Our tutors are experienced teachers, who have worked in a range of schools before specialising in ITT. They are actively involved in research to inform practice and they hold a number of important external roles which enhance the provision.

The Secondary PGCE course at St Mary’s integrates core PGCE trainee teachers with School Direct (non-salaried) trainees to lead to the award of a Master's level qualification and recommendation for Qualified Teacher Status (QTS).

Subjects available

- Science (Biology, Chemistry or Physics)
https://www.stmarys.ac.uk/postgraduate-courses-london/pgce-secondary-science
- Mathematics
https://www.stmarys.ac.uk/postgraduate-courses-london/pgce-secondary-maths
- Religious Education
https://www.stmarys.ac.uk/postgraduate-courses-london/pgce-secondary-re/
- Modern Foreign Languages
https://www.stmarys.ac.uk/postgraduate-courses-london/pgce-secondary-mfl
- Geography
https://www.stmarys.ac.uk/postgraduate-courses-london/pgce-secondary-geography
- Physical Education
https://www.stmarys.ac.uk/postgraduate-courses-london/pgce-secondary-pe
- English (School Direct only)
https://www.stmarys.ac.uk/postgraduate-courses-london/pgce-secondary-english
- History (School Direct only)
https://www.stmarys.ac.uk/postgraduate-courses-london/pgce-secondary-history

Why St Mary's

Our experienced science tutors work in close partnership with trainees and the placement schools. We offer an extensive range of government funded subject knowledge enhancement courses that will enable applicants to develop their specialism further or ‘top up’ existing knowledge in preparation for the PGCE course.

If you wish to study for the Catholic Certificate of Religious Studies you will be able to complete several of the modules during your PGCE year. This certificate is often a requirement for teaching in a Catholic school.
http://www.stmarys.ac.uk/teacher-training/catholic-certificate-religious-studies/

Cutting Edge

St Mary's University is fully committed to supporting applicants in shortage specialist subjects and we offer pre-PGCE Subject Knowledge Enhancement (SKE) courses in mathematics, modern languages and science.

In addition to our core PGCE provision, we offer a range of enrichment activities (e.g. First Aid and IT sessions). This also includes an Academic Reading Club for trainees who wish to explore key issues in greater depth.

At the end of the PGCE course, all trainees have the opportunity to complete a three-week placement in a special education setting. This is highly valued by trainee teachers to broaden their understanding of specific learning needs for some learners.

Tutors are involved in a range of research activity, including teacher resilience and wellbeing, and this informs the provision throughout. There is also a strong focus on digital literacy throughout the course.

School Placements

Trainee teachers are prepared for teaching in partnership with schools that are formally linked to St Mary's and this provides an excellent framework to develop teaching skills.

Trainee teachers are allocated two school placements during the 36-week course. In total, 24 weeks is spent in school to ensure close links between theory and practice throughout.

In line with the University Mission Statement, the programme seeks to prepare teachers for both religious and secular schools at home and abroad with special provision for those intending to teach in Roman Catholic and other Christian schools.

The PGCE Secondary course provision is enhanced by frequent and valued input from practising classroom teachers and colleagues from the senior leadership teams in our partnership schools.

Course Content

The PGCE course aims to produce teachers of the highest quality. This quality is achieved when you match the commitment and dedication of teachers and tutors throughout the programme. As one trainee commented in the end of course evaluation: 'The support from dedicated university tutors and school-based mentors has been unbelievable.'

The PGCE course enables you to gain experience at Key Stages 3 and 4 and also at post-16, though formal assessment is normally only for two of these phases.

University-based Sessions

The stimulating content of St Mary's-based professional studies programme aims to equip you with an understanding of general issues in education, such as the use of data to inform pupil progress and strategies for managing behaviour for learning. The subject-specific sessions include teaching methods, lesson preparation, monitoring and assessing pupils' work and classroom management.

A variety of methods and approaches are considered. Trainees are encouraged to follow up taught sessions through practical work in schools. Trainees must be prepared to take an active part in group work and presentations, and to carry out preparatory and follow-up work outside of taught sessions.

Teaching and Learning

The course tutors use a variety of teaching and learning approaches, including lectures, workshop sessions, collaborative and small-group work, paired work, practical activities, with positive use of technology, individual and group student presentations and some self-supported study.

A number of external cross-curricular visits (e.g. field trips and visits to museums) also take place.

This range of strategies both caters for a range of preferred learning styles and provides good teaching role models for trainees.

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What does the PGCE involve?. This PGCE programme combines the very best of school and university training. It lasts one year and is full-time. Read more
What does the PGCE involve?

This PGCE programme combines the very best of school and university training. It lasts one year and is full-time. It provides trainees with an intellectually stimulating course that challenges their assumptions, while providing them with an in-depth practical experience of the classroom environment.

The course offers a range of opportunities for study in differing schools. Most importantly, it creates the opportunity to work full-time within a school environment and to be part of a school community.

The major aim of the course is to prepare trainee teachers effectively as specialists in their chosen subject and to produce teachers who are confident and competent in the craft of teaching, as well as being able to contribute within an active school environment.

The course also aims to facilitate trainee teachers in their development of critical inquiry, and to engage trainee teachers in the application of educational theory and current research. These latter elements contribute to the PGCE qualification awarded to trainees along with the QTS Certificate.
Where will my placements be?

The course is based in the largely rural Tendring area of north east Essex which stretches from Colchester to Harwich. The area is pleasant and welcoming with a comprehensive range of social and educational amenities. Educational facilities are extensive, including UCS, the University of Essex and Colchester Institute. The Training Centre is located at Clacton County High School and during teaching practice trainees will travel to two partner schools in Clacton, Harwich, Brightlingsea, Thorpe-le-Soken and Frinton-on-Sea.

How is the course structured?

Programme delivery is strongly influenced by trainee-centred strategies which involve group and individual reflection, negotiation and individual learning audits, and contracts and individual development profiles. During the first term there is an intensive induction programme. Trainees will spend two days a week following both a general educational theory course and a subject specific course. The remainder of the week is spent in the base school, observing experienced teachers and preparing for the first teaching practice. Students will also be expected to complete two assignments.

The second term provides students with five to six weeks of teaching practice in the base school followed by a primary school placement, plus further subject and general theory sessions and preparations for the second teaching practice in a different confederation school. Students will also be expected to complete one assignment and a primary school report.

In the third term, students complete their second teaching practice placement, complete their final theory sessions and prepare for final assessment. They will also be expected to complete a critical review and a career entry profile.

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The Science course aims to help trainee teachers build the confidence and skills needed to develop as successful teachers. Read more
The Science course aims to help trainee teachers build the confidence and skills needed to develop as successful teachers. The course is designed to prepare trainee teachers to teach Science in the National Curriculum at Key Stage 3, and their specialism at Key Stage 4 and post-16 courses, including AS and A2 levels courses.

See the website http://courses.aber.ac.uk/postgraduate/pgce-biology-balanced-science/

This course can also be studied entirely in Welsh: https://courses.aber.ac.uk/postgraduate/tar-bioleg-gwyddoniaeth-gytbwys/

Assessment

In all university-based sessions student teachers are expected to be active participants.

Coursework is practically oriented and closely related to teaching and learning. The University teaching team has extensive science teaching experience across the Science curriculum. The Science course at Aberystwyth University was inspected by ESTYN in January 2007 and was awarded a Grade 1 (Outstanding).

Early in the course student teachers are introduced to a range of schemes and strategies currently in use in secondary Science teaching. You look at how children learn and develop. You will consider factors to be taken into account when developing lessons which are interesting, balanced and relevant to learners’ needs. You have opportunities to explore the different ways in which pupils can develop understanding in science, and to become familiar with a variety of resources that can be used to support these.

Trainee teachers will prepare and demonstrate practical work of the kind undertaken by pupils and be encouraged to think about the implications for classroom organisation and management. A range of teaching approaches will be explored. Other important aspects of work at this stage in the course are laboratory safety, lesson planning, lesson evaluation and the use of ICT in science teaching.

In addition to the science, the PGCE course also prepares trainee teachers for cross-curricular themes and educational issues, including:

- Key skills
- Welsh Baccalaureate
- First aid
- Child protection
- Health education
- Assessment
- Education for global citizenship and sustained development
- Curriculum Cymreig

Modules

- Learning To Teach 1: Introduction To Teaching Skills ED37300
- Learning To Teach 2: Development Of Teaching Skills ED37400
- PGCE (secondary): Professional Studies EDM5700
- Learning To Teach 1: Introduction To Teaching Skills ED37340
- Learning To Teach 2: Development Of Teaching Skills ED37440
- PGCE(secondary): Professional Studies EDM5740

To apply for a PGCE Teacher Training course please use the UCAS Teacher Training site: https://www.ucas.com/ucas/teacher-training

Applications open in the Autumn.

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The Science course aims to help trainee teachers build the confidence and skills needed to develop as successful teachers. Read more
The Science course aims to help trainee teachers build the confidence and skills needed to develop as successful teachers. The course is designed to prepare trainee teachers to teach Science in the National Curriculum at Key Stage 3, and their specialism at Key Stage 4 and post-16 courses, including AS and A2 levels courses.

See the website http://courses.aber.ac.uk/postgraduate/pgce-chemistry-balanced-science/

Assessment

In all university-based sessions student teachers are expected to be active participants.

Coursework is practically oriented and closely related to teaching and learning. The University teaching team has extensive science teaching experience across the Science curriculum. The Science course at Aberystwyth University was inspected by ESTYN in January 2007 and was awarded a Grade 1 (Outstanding).

Early in the course student teachers are introduced to a range of schemes and strategies currently in use in secondary Science teaching. You look at how children learn and develop. You will consider factors to be taken into account when developing lessons which are interesting, balanced and relevant to learners’ needs. You have opportunities to explore the different ways in which pupils can develop understanding in science, and to become familiar with a variety of resources that can be used to support these.

Trainee teachers will prepare and demonstrate practical work of the kind undertaken by pupils and be encouraged to think about the implications for classroom organisation and management. A range of teaching approaches will be explored. Other important aspects of work at this stage in the course are laboratory safety, lesson planning, lesson evaluation and the use of ICT in science teaching.

In addition to the science, the PGCE course also prepares trainee teachers for cross-curricular themes and educational issues, including:
- Key skills
- Welsh Baccalaureate
- First aid
- Child protection
- Health education
- Assessment
- Education for global citizenship and sustained development
- Curriculum Cymreig

Find out how to apply here http://courses.aber.ac.uk/postgraduate/pgce-chemistry-balanced-science/#how-to-apply

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The Science course aims to help trainee teachers build the confidence and skills needed to develop as successful teachers. Read more
The Science course aims to help trainee teachers build the confidence and skills needed to develop as successful teachers. The course is designed to prepare trainee teachers to teach Science in the National Curriculum at Key Stage 3, and their specialism at Key Stage 4 and post-16 courses, including AS and A2 levels courses.

See the website http://courses.aber.ac.uk/postgraduate/pgce-physics-balanced-science/

Also available in Welsh: https://courses.aber.ac.uk/postgraduate/tar-ffiseg-gwyddoniaeth-gytbwys/

Course detail

In all university-based sessions student teachers are expected to be active participants.

Coursework is practically oriented and closely related to teaching and learning. The University teaching team has extensive science teaching experience across the Science curriculum. The Science course at Aberystwyth University was inspected by ESTYN in January 2007 and was awarded a Grade 1 (Outstanding).

Early in the course student teachers are introduced to a range of schemes and strategies currently in use in secondary Science teaching. You look at how children learn and develop. You will consider factors to be taken into account when developing lessons which are interesting, balanced and relevant to learners’ needs. You have opportunities to explore the different ways in which pupils can develop understanding in science, and to become familiar with a variety of resources that can be used to support these.

Trainee teachers will prepare and demonstrate practical work of the kind undertaken by pupils and be encouraged to think about the implications for classroom organisation and management. A range of teaching approaches will be explored. Other important aspects of work at this stage in the course are laboratory safety, lesson planning, lesson evaluation and the use of ICT in science teaching.

In addition to the science, the PGCE course also prepares trainee teachers for cross-curricular themes and educational issues, including:

- Key skills
- Welsh Baccalaureate
- First aid
- Child protection
- Health education
- Assessment
- Education for global citizenship and sustained development
- Curriculum Cymreig

Modules

Learning To Teach 1: Introduction To Teaching Skills ED37300
Learning To Teach 2: Development Of Teaching Skills ED37400
PGCE (secondary): Professional Studies EDM5700
Learning To Teach 1: Introduction To Teaching Skills ED37340
Learning To Teach 2: Development Of Teaching Skills ED37440
PGCE (secondary): Professional Studies EDM5740

To apply for a PGCE Teacher Training course please use the UCAS Teacher Training site: http://www.ucas.com/how-it-all-works/teacher-training

Applications open in the Autumn.

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This new two year part-time Masters programme in Vascular & Endovascular Surgery, taught entirely online, is offered by the Royal College of Surgeons of Edinburgh and the University of Edinburgh, and leads to the degree of Master of Surgery (ChM). Read more

Programme description

This new two year part-time Masters programme in Vascular & Endovascular Surgery, taught entirely online, is offered by the Royal College of Surgeons of Edinburgh and the University of Edinburgh, and leads to the degree of Master of Surgery (ChM).

Based on the UK Intercollegiate Surgical Curriculum, the programme provides advanced training for surgeons preparing for the intercollegiate fellowship examination and approaching independent surgical practice.

The ChM provides advanced training for surgeons preparing for the intercollegiate fellowship examination and approaching consultancy.

On completion of this programme students will be able to:

-demonstrate in-depth knowledge of their chosen surgical subspecialty, and be able to apply this knowledge to the systematic assessment and management of surgical patients in the elective, urgent and emergency clinical setting
-recognise the leadership contribution and responsibilities of the surgeon in the multidisciplinary management of complex surgical disease
-critically reflect upon day-to-day surgical practice in the context of recent advances, and engage in critical dialogue with peers and experts in other specialties
-apply the general principles of clinical study design, ethics, and statistics to critically evaluate the scientific literature in surgical research, and make informed judgments on new and emerging issues in surgery
-exercise a high level of autonomy and initiative in professional activities at a level of independent surgical practice

Online learning

The programme is taught entirely online. Students are supported by asynchronous discussion with e-tutors (all leading clinicians in their field) and have access to a large learning resource, including subscriptions to key online books and journals.

Our award-winning interactive online learning technology enables you to communicate with our highly qualified teaching staff from the comfort of your own home or workplace.

Online students not only have access to Edinburgh’s excellent resources, but also become part of a supportive online community, bringing together students and tutors from around the world.

Programme structure

The programme runs on a semester basis over 2-4 years and involves approximately 10-15 hours of study each week, in a flexible modular manner.

The programme is delivered using a purpose-built learning environment that supports a variety of learning styles, and allows students flexibility in their study patterns.

Courses within the programme are also offered as Continuous Professional Development (CPD).

Year 1

Core modules in each area of vascular and endovascular surgery are aligned to the ISPC Curriculum. These are taught and assessed using a clinical problem-based approach, supported by systems-based review of the course material, which should mirror ‘in-the-workplace’ activities.

Component courses include Principles of Vascular Practice, Aneurysms, Venous & Lymphatic Disorders, Vascular Trauma and Principles of Endovascular Practice. Each semester, courses are taught concurrently such that a student may be engaged in 5-6 asynchronous discussions at any one time (one per course). Students will spent 10-15 hours on programme-related study each week (activities include reading the discussion thread, reading around the topic, contributing to the discussion).

Knowledge and understanding will be assessed in the second year, following completion of core modules, with a formal written examination (MCQs and EMIs) that will replicate the trainees upcoming exit exams.

Year 2

Academic modules will explore research and teaching methodology, whilst enabling students to develop the ability to analyse published evidence and enhance their interactive and written clinical communication skills.

Students are required to complete a dissertation based on original research or a systematic review in a relevant area of work. Alternatively, an individual with a number of peer-reviewed journal publications may undertake an academic critique of their work.

Career opportunities

The programme will offer an alternative to clinical / laboratory research training for those students who do not wish to take time out of surgical training. It will develop the trainee's academic portfolio and facilitate surgical research projects essential to a research active career.

The ChM programme is designed to follow the ISCP curriculum and prepare the advanced surgical trainee for their exit professional examinations allowing appointment as an independently practising surgeon.

The award of ChM will highlight the trainee's commitment to continual professional development and will ensure a competitive edge when applying for consultant positions.

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This new two year part-time Masters programme, taught entirely online, is jointly offered by the University of Edinburgh and the Royal College of Surgeons of Edinburgh, and leads to the degree of Master of Surgery (ChM). Read more

Programme description

This new two year part-time Masters programme, taught entirely online, is jointly offered by the University of Edinburgh and the Royal College of Surgeons of Edinburgh, and leads to the degree of Master of Surgery (ChM). It has been developed with the support of NHS Education for Scotland (NES).

The ChM is designed to support advanced ophthalmology trainees in the UK and internationally through a curriculum which recognises their subspecialist ophthalmic interests in preparation for exit examination and hospital-based practice.

Our programmes are aligned with the curricula of both the FRCSEd and FRCOphth examinations in the United Kingdom and Ireland, making these degrees very attractive to domestic and international students.

The ChM provides advanced training for medical and surgical ophthalmologists preparing for the fellowship examinations of the Royal College of Surgeons of Edinburgh (RCSEd) and the Royal College of Ophthalmologists (RCOphth) in the UK and Ireland and those approaching consultancy. On completion of this programme students will be able to:

-demonstrate in-depth knowledge of their chosen surgical subspecialty, and be able to apply this knowledge to the systematic assessment and management of medical and surgical patients in the elective, urgent and emergency clinical setting
-recognise the leadership contribution and responsibilities of the ophthalmologist in the multidisciplinary management of complex medical and surgical disease
-critically reflect upon day-to-day medical and surgical practice in the context of recent advances, and engage in critical dialogue with peers and experts in other specialties
-apply the general principles of clinical study design, ethics, and statistics to critically evaluate the scientific literature in medical and surgical research, and make informed judgements on new and emerging issues in medicine and surgery
-exercise a high level of autonomy and initiative in professional activities at a level of independent medical and surgical practice

Online learning

The programme is taught entirely online. Students are supported by asynchronous discussion with e-tutors - all leading clinicians in their field - and have access to a large learning resource, including subscriptions to key online books and journals. Students will be expected to lead e-seminars and e-journal clubs.

Our online learning technology is fully interactive, award-winning and enables you to communicate with our highly qualified teaching staff from the comfort of your own home or workplace.

Our online students not only have access to Edinburgh’s excellent resources, but also become part of a supportive online community, bringing together students and tutors from around the world.

The programme is headed up by Professor Baljean Dhillon.

Programme structure

The programme runs on a semester basis over 2 years and involves approximately 10-15 hours of study each week in a flexible, modular manner.

The programme is delivered using a purpose-built learning environment that supports a variety of learning styles, and allows students flexibility in their study patterns.

Core, compulsory modules in each area of clinical ophthalmology are aligned to the curricula of the FRCSEd and FRCOphth. These are taught and assessed using a clinical problem-based approach, supported by systems-based review of the course material. Knowledge and understanding will be assessed with a formal MCQ exam designed to replicate the trainees' upcoming exit exams.

Academic modules (core and specialist) allow the student to explore research and teaching methodology, as well as develop skills which ensure an ability to analyse published evidence and explore interactive and written clinical communication skills. Students are required to complete an e-dissertation involving an academic critique in an appropriate subspecialty area of work, such as that resulting from a publication in a peer-reviewed journal.

Year 1
Ophthalmology 1
Core Ophthalmology
Applied Basic Sciences, Examination and Surgical Strategies
Clinical Decision Making, Therapeutics, Avoiding and Managing Complications
Diagnostics and Technologies in Clinical Practice
Acute Ophthalmology, Trauma and Advanced Surgical Techniques

Year 2
Academic modules will explore research and teaching methodology, whilst enabling students to develop the ability to analyse published evidence and enhance their interactive and written clinical communication skills. Students will also have the opportunity to complete an academic research project in Year 2 e.g. Original research or a Systematic Review in a relevant area of work. Following completion of the programme, students are encouraged to seek publication of their study in a peer-reviewed journal.

Students are supported throughout the programme through asynchronous discussions with e-tutors who are all leading clinicians in their field. Students also have access to a large learning resource, including subscriptions to key online books and journals. A written examination (MCQ)) is held in the second year, following completion of core modules.

Ophthalmology 2
Core Academic Activity (Reflective ePortfolio)
Examination (MCQ and EMI)
Specialist Academic Activity (Research Project)

Career opportunities

The programme will offer an alternative to clinical / laboratory research training for those students who do not wish to take time out of training. It will develop the trainee's academic portfolio and facilitate medical/surgical research projects essential to a research active career.

The ChM programme is designed to follow the FRCSEd and FRCOphth curricula and prepare the advanced trainee for their exit professional examinations.

The award of ChM will highlight the trainee's commitment to continuing professional development and will ensure a competitive edge when applying for consultant positions.

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The MSc Leadership, Management and Innovation in Health Care is a part-time two year course which forms part of the prominent NHS Wales Graduate General Management Training Scheme which will commence in October 2016 and will be completed by September 2018. Read more
The MSc Leadership, Management and Innovation in Health Care is a part-time two year course which forms part of the prominent NHS Wales Graduate General Management Training Scheme which will commence in October 2016 and will be completed by September 2018.

Key Features of Leadership, Management and Innovation in Health Care

- According to the requirements of the commissioner this is a closed programme available only to NHS Wales Graduate Trainee Managers, recruited and selected by Academi Wales who lead on the NHS Graduate Management Scheme.

- This programme in Leadership, Management and Innovation in Health Care will utilise existing research, teaching and practice expertise in health care management, health economics, health service research and health and social policy within Swansea University and draw on local and regional associations and networks within the Health Boards, Local Government and the third sector to enhance ‘real world’ application.

- The MSc Leadership, Management and Innovation in Health Care is aligned with the NHS Wales Core Competence Framework for Managers and Supervisors (Welsh Government, 2014).

- It is anticipated that all successful MSc Leadership, Management and Innovation in Health Care graduates (2016-18) will be employed in general management roles within NHS Wales.

The MSc Leadership, Management and Innovation in Health Care programme is designed to equip NHS Wales Graduate Management Trainees with a critical and analytical understanding of:

- the broad context of the NHS in Wales
- the complexity of public service environments and the challenges of enduring austerity
- demographic pressures
- increasing public demands and expectations faced by the NHS and other public services in Wales, the UK and internationally

The Leadership, Management and Innovation in Health Care course will reflect the imperative of making the most of scarce resources to deliver the best possible outcomes for all. This forms a cornerstone of Prudent Health Principles which are the basis of a cultural shift in health and social care in Wales (Bevan Commission 2015, Bradley & Willson 2014).

A comprehensive knowledge of theories, models and concepts of leadership, management, change and innovation will provide the graduates with the tools to reflect, analyse and critically review their own practice, bringing together academic and experiential learning. Inclusive and collaborative learning will be facilitated through participatory and interactive methods.

Leadership, Management and Innovation in Health Care graduates will be equipped with a sound knowledge and critical understanding of health financing, resource management, improvement science and governance and the principles, methods and application of economic evaluation.

Leadership, Management and Innovation in Health Care Course Structure

The Leadership, Management and Innovation in Health Care is a two year, part-time course (2016-18). There are six 20 credit modules, each run over eight weeks in part one. Students will have face to face teaching for 25 hours per module. The modules are taught over three residential days in week one of the module, followed up with webinars/seminars in weeks two and three.

Part two consists of a 60 credit dissertation module, and will be completed in the second year.

Careers and Employability

Leadership, Management and Innovation in Health Care students will be employed as trainee general managers in Health Boards across Wales from September 2016 and will have access to a two-year work based learning programme delivered by Academi Wales that will build their core managerial capability, staff engagement skills, financial acumen, and ability to deliver change and improvements. This Master’s award is a component of the NHS Graduate Management Trainee Scheme: trainees will study towards a postgraduate level qualification, the MSc/ PGDip/PGCert Leadership, Management and Innovation in Health Care.

Successful exit from the training scheme will include the award of MSc Leadership, Management and Innovation in Health Care.

It is anticipated that all successful MSc Leadership, Management and Innovation in Health Care graduates from this scheme (2016-18) will be employed in general management roles within NHS Wales.

Location

The MSc Leadership, Management and Innovation in Health Care will be taught at the College of Human and Health Sciences, Singleton Park Campus, Swansea University.

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COURSE OVERVIEW. We believe that drama is a significant part of school life and needs inspirational teachers. The PGCE Secondary Education. Read more
COURSE OVERVIEW
We believe that drama is a significant part of school life and needs inspirational teachers.

The PGCE Secondary Education: Drama course at Birmingham City University explores drama as an art form and aims to produce confident, dynamic and creative teachers who are committed to making drama accessible for all.

The course enables trainee teachers to work with experienced professionals in secondary education to gain a nationally recognised qualification.

Students will learn from experts who have first-class, first-hand knowledge and understanding of all issues relating to teaching effectively in secondary schools and will be well-supported when on placements.

KEY FACTS
This is a professional teacher training course that leads to Qualified Teacher Status and it is available at both Level 6 (H) and Level 7 (M).

The National College for Teaching and Leadership bursaries are available for trainees on eligible postgraduate courses in England who are not employed as a teacher. Bursary amounts will vary depending on teaching subject and degree class.

In the latest Newly Qualified Teacher (NQT) Survey (2011-13 aggregated data) 95 per cent of Birmingham City University trained newly qualified secondary teachers rated the quality of their training good or very good.

All students are guaranteed outstanding support from both their tutors at the University – all of whom have been exceptional classroom teachers themselves - and from the partnership secondary schools, of which there are more than 200 across the Midlands.

Two thirds of the course takes place in school and we ensure that students are offered a number of placements in a wide range of educational establishments - at least two different schools, plus visits to other schools, including a primary school - so valuable experience is gained in a variety of settings.

ENTRY REQUIREMENTS
You will need to have a good degree (minimum 2:2 but 2:1 or 1st preferred) from a UK higher education institution or equivalent at least 50 per cent of which is in drama or a drama-related subject. You must have a GCSE grade C or above (or equivalent) in both English language and mathematics prior to application and if you are offered an interview you will take a written test to assess your standard of English.

For entry onto a teaching course from September 2014 you will also be required to pass the Skills Tests in Literacy and Numeracy. Please visit the Department for Education website for further information.

Pre-Interview School Experience
For secondary teacher training there is an expectation that you will have had some general experience of working with secondary age students in a school setting. In preparation for the selection interview you are required to engage in a teaching episode, observed by an experienced qualified teacher.

As part of the selection procedure, the interview panel will expect you to demonstrate your knowledge of drama and will assess personal qualities such as the potential to relate well to secondary age students, enthusiasm, sensitivity, communication skills and robustness and resilience for teaching.

Applicants must also meet The National College for Teaching and Leadership requirements for initial teacher training, which means being medically fit and successfully completing an enhanced disclosure via the Disclosure and Barring Service (DBS).

COURSE STRUCTURE
This course aims to produce highly skilled graduate teachers who have an in-depth knowledge and understanding of teaching and learning, which will enable them to demonstrate the highest levels of professional practice.

This is an intensive and demanding course, which offers superb preparation for anyone who is committed to educating young people.

Central to the curriculum is the study of education, pedagogy and professional practice from both generic and subject-specific perspectives, which is delivered using a combination of workshops, lectures, seminar groups and individual study.

To complement this is a programme of subject knowledge and enhancement that supports the development of subject pedagogy. Specialist subject knowledge is up-dated throughout the course to ensure trainee teachers are fully conversant with curriculum requirements.

ASSESSMENT
Modules are assessed through a range of directed tasks and targeted assignments. Trainee teachers are also required to complete a profile of evidence towards the achievement of the standards required by the National College for Teaching and Leadership for the award of Qualified Teacher Status (QTS). Evidence for the Professional Development Profile is verified by mentors.

FURTHER STUDY
Our MA Education and Masters in Teaching and Learning (MTL) programmes are designed to serve the continuing professional development (CPD) needs of teachers. Birmingham City University trained teachers with PGCE credits at level 7 benefit from advanced standing on these programmes.

EMPLOYABILITY
This is an “11-16” course with post-16 enhancement, offering graduates maximum flexibility when looking for a teaching post.

Employment prospects are excellent based on consistently high employability scores and demand for Birmingham City University trained drama teachers.

HOW DO I APPLY?
All applications for 2014 entry need to be made via the UCAS Teacher Training website. For more information on how to apply for a teacher training course please visit the UCAS how-it-all-works information page on their website. The UCAS Teacher Training helpline number is 0871 468 0 469.

Course code: W4X1

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COURSE OVERVIEW. This course offers trainees a wide range of experiences that are essential for anyone wishing to teach this exciting subject at secondary school level. Read more
COURSE OVERVIEW
This course offers trainees a wide range of experiences that are essential for anyone wishing to teach this exciting subject at secondary school level. The course seeks to develop confident, dynamic and creative teachers who are committed to making art and design accessible for all.

Curriculum workshops are a key element in the course and involve practical work in a range of essential key specialisms such as ceramics, 3D construction, print making, drawing, mixed media and digital media including animation.

We believe art and design education has a significant place in education and we are producing inspirational teachers who are ready to transfer their creative skills into the classroom.

KEY FACTS
This is a professional teacher training course that leads to Qualified Teacher Status and it is available at both Level 6 (H) and Level 7 (M).

The National College for Teaching and Leadership bursaries are available for trainees on eligible postgraduate courses in England who are not employed as a teacher. Bursary amounts will vary depending on teaching subject and degree class.

In the latest Newly Qualified Teacher (NQT) Survey (2011-13 aggregated data) 95 per cent of Birmingham City University trained newly qualified secondary teachers rated the quality of their training good or very good.

All students are guaranteed outstanding support from both their tutors at the University – all of whom have been exceptional classroom teachers themselves – and from the partnership secondary schools, of which there are more than 200 across the Midlands.

Two thirds of the course takes place in school and we ensure that students are offered a number of placements in a wide range of educational establishments – at least two different schools, plus visits to other schools, including a primary school – so valuable experience is gained in a variety of settings.

ENTRY REQUIREMENTS
You must have a good degree (minimum 2:2 but 2:1 or 1st preferred) from a UK higher education institution or equivalent in Art and Design or an art-related subject. You must also have a GCSE grade C or above (or equivalent) in both English language and mathematics prior to application.

For entry onto a teaching course from September 2014 you will also be required to pass the Skills Tests in Literacy and Numeracy. Please visit the Department for Education website for further information.

Pre-Interview School Experience
There is an expectation that you will have had some general experience of working with secondary age students in a school setting. In preparation for the selection interview you are required to engage in a teaching episode, observed by an experienced qualified teacher. It will support your application to undertake this teaching episode prior to application and in advance of your interview.

Selection Interview
At interview you will also need to present a portfolio of personal work which should include a selection of work completed before, during and after your degree.

The selection interview will assess your subject knowledge and personal qualities such as the potential to relate well to secondary age students, enthusiasm, sensitivity, communication skills and robustness and resilience for teaching. You will also take a written test to assess your standard of English.

In addition applicants must meet The National College for Teaching and Leadership requirements for Initial Teacher Training, which means being medically fit and successfully completing an enhanced disclosure via the Disclosure and Barring Service (DBS).

COURSE STRUCTURE
This course aims to produce highly skilled graduate teachers who have an in-depth knowledge and understanding of teaching and learning, which will enable them to demonstrate the highest levels of professional practice. By the end of the course, trainee teachers will be confident, reflective and accountable practitioners, able to deliver a rich and diverse curriculum in a contemporary cultural context.

This is an intensive and demanding course, which offers superb preparation for anyone who is committed to educating young people.

Central to the curriculum is the study of education, pedagogy and professional practice from both generic and subject-specific perspectives, which is delivered using a combination of workshops, lectures, seminar groups and individual study.

To complement this is a programme of subject knowledge and enhancement that supports the development of subject pedagogy. Specialist subject knowledge is up-dated throughout the course to ensure trainee teachers are fully conversant with curriculum requirements.

ASSESSMENT
Modules are assessed through a range of directed tasks and targeted assignments. Trainee teachers are also required to complete a profile of evidence towards the achievement of the standards required by the National College for Teaching and Leadership for the award of Qualified Teacher Status (QTS). Evidence for the Professional Development Profile is verified by mentors.

FURTHER STUDY
Our MA Education and Masters in Teaching and Learning (MTL) programmes are designed to serve the continuing professional development (CPD) needs of teachers. Birmingham City University trained teachers with PGCE credits at level 7 benefit from advanced standing on these programmes.

EMPLOYABILITY
This is an “11-16” course with post-16 enhancement, which offers graduates maximum flexibility when looking for a teaching post. Employment prospects are excellent based on consistently high employability scores and demand for Birmingham City University trained art teachers.

HOW DO I APPLY?
All applications for 2014 entry need to be made via the UCAS Teacher Training website. For more information on how to apply for a teacher training course please visit the UCAS how-it-all-works information page on their website. The UCAS Teacher Training helpline number is 0871 468 0 469.

Course code: W1X1

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The Staffordshire University Doctorate in Clinical Psychology (DClinPsy) is an integrated 3-year full time course leading to a professional qualification in Clinical Psychology. Read more
The Staffordshire University Doctorate in Clinical Psychology (DClinPsy) is an integrated 3-year full time course leading to a professional qualification in Clinical Psychology. It is a collaborative venture between the University and clinical psychologists in Shropshire and Staffordshire. The course is approved by the Health & Care Professions Council (HCPC) and accredited by the British Psychological Society (BPS). The curriculum is based on the HCPC Standards of Education and Training and Standards of Proficiency and the BPS Accreditation Criteria. Graduates are eligible to apply for Practitioner Psychologist Registration with the HCPC and Chartered Psychologist status with the BPS.

Our curriculum is designed to develop clinicians who can draw on a broad range of psychological models and theories to inform their clinical work and who have the confidence to use a variety of research methods appropriate to addressing clinical questions. An important strand running through the course is the impact of society and context upon psychological wellbeing, and we attempt to ensure that issues of difference and diversity are fully addressed. We encourage our trainees to be alert to the changing health needs of the population, the NHS, and the research base that informs clinical practice. We encourage trainees to be mindful of power differences within professional relationships. We value service user and carer perspectives, and the active role service users/carers can play in the planning and development of services.

Course content

The course is full-time for three years and attendance at all course components is mandatory. The length of the course cannot be reduced through the accreditation of prior learning or experience.
Trainees' time on the course is divided between academic work, research, individual study time and clinical experience. Each academic year begins with a mandatory induction block of up to six weeks, plus mandatory NHS Trust training in Year 1, to prepare trainees for safe and effective practice in their supervised clinical work.

Academic Teaching
Academic teaching consists of workshops, lectures, seminars, and online learning. It covers a broad range of topics in psychology, providing the knowledge base for practice and training in clinical, professional, therapeutic, and research skills. Teaching in Years 1 and 2 is closely linked with the competencies that are assessed on placements, whilst teaching in Year 3 focuses more on specialist skills. Teaching is provided by course staff supported by Clinical Psychologists and Service Users from the course area and beyond.

Clinical Experience
Clinical placements are mostly located in services within NHS Trusts in Shropshire and Staffordshire where clinical psychology is a strong and well-developed profession. The Clinical Director is responsible for planning placements with each trainee to offer a coherent and effective experience. Clinical placements start after induction blocks and take place in a wide range of hospitals, clinics, community centres, and independent sector agencies. In Year 1 trainees are normally placed in the same geographical area as their employer. Trainees have a degree of choice over their third year clinical experience. During each year, trainees work with up to three Main Supervisors who assume responsibility for supervising the work over time periods ranging between 3 and 12 months (typically six months), amounting to a minimum number of placement days overall. Trainees may also undertake specific pieces of work with other supervisors. Each trainee develops an Individual Learning Portfolio which is drawn up by the trainee in discussion with the Main Supervisors, the Clinical Director/Tutor and their Personal Tutor.

Research
The research component of the course encompasses research methods training (qualitative and quantitative methods) and the process of conducting clinically relevant research. Assessed research activities include critical appraisal of literature; a research proposal; a research methods examination; a service evaluation project; and a major research thesis incorporating a literature review, an empirical paper, and a summary report. Thesis papers should be of publishable standard and at least one paper must be submitted to a nominated journal. The thesis is initiated early in Year 1 and completed in the second semester of Year 3. There is considerable scope for choice of research topic and methodologies, provided that they are in line with national and/or local research priorities and with available supervision. Trainees are co-supervised by academics from Staffordshire University and local clinicians. Trainees have access to a wide range of University and NHS library and online resources to support research activity.

Other admission requirements

Experience requirements
Candidates must have a minimum of one year full-time (or part-time equivalent) practical experience of working with people in a human service setting. Applicants with experience outside traditional health/caring settings are encouraged to apply, and should clearly outline how the experience is relevant to the profession and study of clinical psychology. If necessary, candidates should include further information to this effect about their relevant work experience in the personal statement section of the application form.

Relevant examples could include the demonstration of skills in: understanding different issues for people across the life-span; understanding the impact of different social circumstances on psychological distress and wellbeing; working with a range of other professionals; experience of psychometric assessment or other forms of assessment; assisting service users to have a voice; gaining some understanding or experience of the NHS and Social Care services etc.

Clinically related research may also be considered appropriate experience, but this would need to comprise involvement in the research process that has included direct client contact, thereby demonstrating appropriate skills. Completion of a higher degree would not in itself evidence sufficient research experience. Doctoral training is clinically, emotionally and academically demanding, therefore candidates need to demonstrate aptitude for this level of work and show how they will manage the demands of training.

Application and Selection Procedure
Applications to this course are made through the Clinical Psychology Clearing House. Full information about the application process, including entry criteria, can be found on the Clearing House website. The Staffordshire course entry is here: https://www.leeds.ac.uk/chpccp/Clin27Staffordshire.html

Applicants who meet the minimum criteria entry are invited to undertake a written exercise during February at Staffordshire University. The highest scoring candidates are invited to, or placed on a reserve list for, the interview stage of our selection process, subject to satisfactory references. Following this stage, offers are made to the most suitable candidates, subject to satisfactory Occupational Health screening and Disclosure and Barring Service (DBS) checks.

References
Applicants must provide the names of two referees, one able to comment on academic achievement and one on relevant experience.

Funding
Health Education West Midlands (HEWM) funds the salaries and University fees of all trainees throughout their training. Trainees are employed by one of the NHS Trusts in the region, with associated NHS terms and conditions, on Band 6 of the Agenda for Change pay scale.
HEWM will only fund EU/EEA citizens. Owing to pressure on placements, it is regrettably not possible to accept non-EU/EEA citizens and there are currently no self/non-NHS funded places.

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The discipline of Counselling is still forming within the field of the Social Sciences and Humanities; many new exciting research developments have opened up, and the interdisciplinary approach which underpins this programme, offers to contemporary trainee Counselling practitioners a fusion of new and traditional approaches backed by research. Read more
The discipline of Counselling is still forming within the field of the Social Sciences and Humanities; many new exciting research developments have opened up, and the interdisciplinary approach which underpins this programme, offers to contemporary trainee Counselling practitioners a fusion of new and traditional approaches backed by research.

Course Overview

This programme in Psychotherapeutic Practice: Emotion-Focused Therapy offers a part-time Counselling training opportunity at Master’s level in a Humanistic modality.

Lesley Greenberg, one of the co-researchers and founder of the modality states that:

“Emotion-focused treatment was developed as an empirically informed approach to the practice of psychotherapy grounded in contemporary psychological theories of functioning. Emotion-focused therapy (EFT) was developed by my colleagues and I in the 1980s out of empirical studies of the process of change and has developed into one of the recognized evidence-based treatment approaches for depression and marital distress as well as showing promise for trauma, eating disorders, anxiety disorders, and interpersonal problems.” FOCUS 2010;8:32-42.

This model of therapy has now been approved of by the National Institute of Clinical Excellence, the quality gatekeepers of the NHS, as having demonstrated significant positive outcome research in a number of areas.

The foundation of this therapeutic modality draws on the work of Carl Rogers and his work on the ‘therapeutic relationship’; from the ‘focusing’ work of Eugene Gendlin and the dialogic and experiential work of the Gestalt tradition. Significantly, however, EFT opens up a greater access to human emotion, as it engages with close interest in the growing understanding of neuroscience and how emotions function differently from cognition in the functioning of the brain. These insights from the work of Damasio and LeDoux, and others, are enabling practitioners in the field to develop a new language and method of addressing psychological distress and putting emotions back at the centre of the constituted self.

The programme will be taught in small groups so that students have a significant opportunity to engage in the practice and development of their therapeutic competence. In addition students will be taught through lecture format and small seminar group, where there will be the opportunity to discuss with each other and the tutor the rich, diverse and sometimes complex issues addressed in the programme.

Modules

The programme is divided into two parts:

PART 1:
The theory and practice of Emotion-Focused Therapy sets the philosophical, ideological and research base of the programme. The module on ‘The Nature and Experience of Human Functioning’ will address the conceptualization of human wellness and distress as described by the EFT model and establish the research base for the formulation and development of these ideas. The concept of ‘dialectical constructivism’ will be investigated in its formation of human meaning, and its implications to human perception and feeling. The module will engage in the most recent research regarding the emotions and the part they play in our human functioning.

The module ‘The principles of working with EFT’ introduces the practice work of the modality, which is initially founded on the establishing of the therapeutic relationship and qualities of empathy. The modules will develop a wider understanding of the concept of ‘treatment’ in the engagement of therapeutic work.

Running alongside these two practice modules will be modules on ethical practice and professional benchmarks; supervision; personal development; identity: sameness and difference; and the context of psychological distress and mental health.

PART 2:
Part two of the programme consists of a dissertation which is undertaken by the student as a supported research project. A student will receive regular supervision and opportunities to attend research workshops on topics which can help to underpin their knowledge of research.

Key Features

-The interdisciplinary approach which underpins this programme, offers to contemporary trainee Counselling practitioners a fusion of new and traditional approaches backed by research.
-The programme will be taught in small groups so that students have a significant opportunity to engage in the practice and development of their therapeutic competence.

Assessment

The programme will offer a range of different assessment methods to give students the opportunity to extend practical and academic skills and encourage your independent learning, these could include: essays, presentation, reflection, practice.

As a Counselling practice programme written up to BACP accreditation/registration standard there are two additional requirement of the course:
-A student will need to complete a minimum of 100 hours of supervised clinical practice as a trainee Counsellor
-Complete a minimum of 12 hours of personal therapy

Career Opportunities

This programme is ideal for those wishing to develop their career within counselling practice using research-led methods to enhance their professional practice.

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The ICT course aims to help trainee teachers build the confidence and skills needed to develop as successful teachers. The course is designed to prepare trainee teachers to teach ICT in the National Curriculum at Key Stage 3, Key Stage 4 and post-16 courses, including AS and A2 levels courses. Read more
The ICT course aims to help trainee teachers build the confidence and skills needed to develop as successful teachers. The course is designed to prepare trainee teachers to teach ICT in the National Curriculum at Key Stage 3, Key Stage 4 and post-16 courses, including AS and A2 levels courses. In all university-based sessions student teachers are expected to be active participants.

See the website http://courses.aber.ac.uk/postgraduate/pgce-ict-and-computer-science/

Key Facts

Coursework is practically oriented and closely related to teaching and learning. Early in the course student teachers are introduced to a range of schemes and strategies currently in use in secondary ICT teaching. You will look at how children learn and develop. You will consider factors to be taken into account when developing lessons which are interesting, balanced and relevant to learners’ needs. You will have opportunities to explore the different ways in which pupils can develop understanding in ICT, and to become familiar with a variety of resources that can be used to support these.

Trainee teachers will prepare and demonstrate practical work of the kind undertaken by pupils and be encouraged to think about the implications for classroom organisation and management. A range of teaching approaches will be explored. Other important aspects of work at this stage in the course are lesson planning, lesson evaluation and assessing learners.

Those who elect to follow the course through the medium of Welsh attend Welsh-medium schools, additional seminars and weekends throughout the year. In addition to the main subject seminars, the PGCE course also prepares student teachers for cross-curricular themes and educational issues, including:
- Key Skills
- Welsh Baccalaureate
- First Aid
- Child Protection
- Health Education
- Assessment
- Education for Global Citizenship and Sustained Development
- Curriculum Cymreig

Modules

- Learning To Teach 1: Introduction To Teaching Skills ED37300
- Learning To Teach 2: Development Of Teaching Skills ED37400
- PGCE (secondary): Professional Studies EDM5700
- Learning To Teach 1: Introduction To Teaching Skills ED37340
- Learning To Teach 2: Development Of Teaching Skills ED37440
- PGCE (secondary): Professional Studies EDM5740

To apply for a PGCE Teacher Training course please use the UCAS Teacher Training site: http://www.ucas.com/how-it-all-works/teacher-training

Applications open in the Autumn.

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Our flexible, blended Molecular Pathology MSc course will enable you to take advantage of growing opportunities within this field, which is critically important for translational medicine, both in cancer and non-cancer diseases. Read more
Our flexible, blended Molecular Pathology MSc course will enable you to take advantage of growing opportunities within this field, which is critically important for translational medicine, both in cancer and non-cancer diseases.

The number of academic pathologists trained in molecular pathology has steadily declined over the past 20 years. As such, it has been identified as an area requiring support and development by the Medical Research Council (MRC) and the Royal College of Pathologists, creating careers opportunities for students and professionals alike.

Our master's course is aimed at medical students, biomedical scientists, medical practitioners and trainee pathologists who want to learn more about molecular pathology. Trainee pathologists can take our course as part of an existing training programme.

You will benefit from a unique focus on the molecular analysis of tissue samples and take optional units in various areas of laboratory medicine and emerging diagnostic methods, such as proteomics and chemical pathology.

Students will also become part of Manchester's world leading precision medicine research community, learning practical skills that will be directly applicable to this emerging field.

In addition, you will benefit from our association with the network of MRC and Engineering and Physical Sciences Research Council funded Molecular Pathology nodes, which have been partly established to train more scientists to work in this field. This will enable you to connect with colleagues and related opportunities across the UK.

Aims

This course aims to provide you with a wide and detailed understanding of the various aspects of molecular pathology.

Provided as part of The University of Manchester MRC/EPSRC Molecular Pathology node (Manchester Molecular Pathology Innovation Centre), we recognise the need for providing more training in molecular pathology among histopathology trainees, clinical scientists and biomedical scientists.

As such, the course addresses a wide audience, and has a broad range of both core and non-core course units to facilitate the different learning and training needs of different groups of professionals.

In addition to the taught components, which will give an in-depth understanding of molecular pathology and associated disciplines (including genomics and bioinformatics), the full MSc course will also develop your experience of and skills in scientific investigation, analytical thought and scientific criticism.

Special features

This course has been designed to take into consideration the training requirements of biomedical scientists, clinical scientists and medical histopathologists. We have consulted with local Postgraduate Deaneries, associated professional bodies including the Institute of Biomedical Scientists (IBMS), and the Royal College of Pathologists, to tailor its content appropriately.

The option to take the course over four years will particularly appeal to specialist trainee pathologists, who will be able to fit study around their clinical training.

They can also use Year 4 to undertake the research project over three months on a full-time, salaried basis, as per RCPath regulations and Deanery funding.

Teaching and learning

Teaching is largely delivered through face-to-face, interactive sessions, consisting of some lecture material, with discussions and group work, and with a range of audio-visual stimuli including PowerPoint slides, images and videos.

All units are supported by the use of Blackboard (a virtual learning environment) on which staff post lecture slides, reading lists and other accompanying material.

Each unit on Blackboard also has its own discussion board, where you can interact with staff and other students on the course, for example, by posting and responding to questions, and making comments related to the course.

For students completing the full MSc, a significant amount of teaching and learning will take place through the dissertation research unit (60 credits or 30 credits), in which you will be expected to take a lead role in developing a research project with regular support, input, and mentorship from your project supervisor.

Coursework and assessment

Formative assessments will be given throughout the taught component of the course and will take the form of MCQs, short answer questions, verbal presentations, data and method analysis exercises.

A range of summative assessments will be employed to assess your knowledge and understanding, and the development of your intellectual and transferable skills including:
-Verbal presentations
-Written assignments
-Data analysis and interpretation exercises
-Analytical method analysis
-Evaluation and formal unseen written examinations consisting of short answer questions and essays

The assessment methods employed by each unit will vary and will be tailored to match the material delivered and stated ILOs of that particular unit.

Your ability to gather information from a wide range of sources, evaluate and critically analyse information, make considered judgments about that information and synthesise material into logical and coherent pieces of work will all be assessed.

Examples of the marking proformas used in the assessment of verbal and written assignments will be provided in student handbooks and on Blackboard, the University's virtual learning environment.

As per the postgraduate taught degree regulations, students exiting with a postgraduate diploma (or postgraduate certificate) may be permitted to rescind this award and upgrade to a master's (or postgraduate diploma) by successfully completing the appropriate further component of the course, providing the following conditions are met:
-The rescinding occurs within five years of your initial registration on the original course, subject to the course still being available
-An overall pass at the appropriate standard to assure admission to a master's course has been obtained for the postgraduate diploma (or postgraduate certificate), including any capped or compensated grades

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There are 3 formal progression points. - Post Graduate Certificate in Advanced Health Assessment & Clinical Decision Making (60 Credits). Read more

Overview

There are 3 formal progression points:
- Post Graduate Certificate in Advanced Health Assessment & Clinical Decision Making (60 Credits)
- Post Graduate Diploma in Advancing Clinical Practice (120 Credits)
- MSc Advanced Clinical Practice (180 Credits)

MSc in Advanced Clinical Practice approved and supported through Health Education England working across the West Midlands and the West Midlands Universities Advanced Practice Group.

See the website https://www.keele.ac.uk/pgtcourses/mscadvancedclinicalpractice/

Course Aims

It is expected that on completion of this Award the student will be a recognised Advanced Clinical Practitioner (HEWM, 2015) with an expert knowledge base, complex decision-making skills and clinical competencies for expanded autonomous scope of practice, the characteristics of which are shaped by the context in which the individual practices.

Entry Requirements

New entrants to Advanced Clinical Practice:
Also, to become an Advanced Clinical Practitioner must have:
Commitment to providing protected learning time for the trainee Advanced Clinical Practitioner during the MSc and this is equivalent to:
- One day a week in University (or equivalent) reading, writing and other academic activities.
- One day a week protected time for supported clinical practice (or equivalent)

- Applicants without a first degree:
Universities have a separate policy for applicants who do not hold a first degree at 2:2 but have substantial and relevant clinical or prior study experience.

- Exisiting Practitioners:
Existing Practitioners who are currently working in an Advanced Clinical Practice role and do not have a MSc level of education have options to either complete the Masters or continue in the role and update in-line with their CPD requirements.
There are ‘Top Up’ arrangements for existing Practitioners who do not have a full Masters degree. They have the option to complete the degree and to do this they would need to be in a relevant Advanced Clinical Practice post and supported by their organisation.

- Employers:
All organisations supporting staff to undertake an Advanced Clinical Practice course will need to ensure as part of their workforce plans the role of Advanced Clinical Practitioner is embedded within their organisation structures. Once the trainee is a qualified Advanced Clinical Practitioner, there will need to be on-going support from the Trust

Teaching & Assessment

The MSc Advanced Clinical Practice Award is a programme of 180 credits aimed at multi-professional groups delivered by HEIs in the West Midlands which aims to meet the contemporary challenges of advanced clinical practice, using a blended leaning approach, including:
- Inter-professional classroom based sessions including, seminars, tutorials, library, self-directed, KLE activities
- Clinical Competency Portfolio
- Reflective Journal
- OSCEs
- Written assignments
- Clinical skills education using simulation
- Physical examination
- Shadowing
- Coaching
- Supervision and Mentoring
- Patient / Carer feedback

Approximately 80% of the curriculum for the MSc Advanced Clinical Practice is recognised as ‘core’ curriculum applicable to an Advanced Clinical Practitioner working in any health discipline and setting. The other 20% of the curriculum will be negotiated between Keele and you in order to consider education/training/modules required to support your advanced clinical role.

Additional Costs

Apart from additional costs for text books, inter-library loans and potential overdue library fines we do not anticipate any additional costs for this postgraduate programme.

Find information on Scholarships here - http://www.keele.ac.uk/studentfunding/bursariesscholarships/

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